大学生学习成绩与16PF测定相关分析

目的：探讨大学生的学习成绩与人格特征之间的相关性。方法：根据各门课程学习成绩的综合评定结果，将某大学2年级全体学习划分为优良、落后、普通三个组，并采用卡特尔16PF人格测验对他们进行测试，然后进行人格特征比较及学习成绩与人格特征因素之间的相关分析。结果：学习成绩优良组在自律性、有恒性上显著高于学习成绩落后组，在恃强性、世故性、次级因素内向与外向型上显著低于学习成绩落后组，在稳定性、次级因素内向与外向型、心理健康因素和感情用事与安详机警型上显著低于普通组，在忧虑性上高于普通组；学习成绩落后组在稳定性上低于普通组，在忧虑性上高于普通组；学习成绩与恃强性、有恒性、自律性等人格因素之间存在显著相关关系。结论：学习成绩优良的大学生有较强的自我约束、自我管理能力，较能把精力集中在学业上，但性格偏内向，对周围的人或事过于敏感，抗挫折能力弱，心理健康水平欠佳；学习成绩落后的大学生自我管理能力较差，缺乏自信心，难以集中精力于学业，且思维能力欠强，心理健康水平欠佳。

Academic Achievement and Personality of College Students

Objective: To study the relationship between academic achievement and personality of college students Method: All students in their second year of one university (n=1641) completed Cattell's 16-PF Questionnaire They were divided into three groups according to their academic achievement as good, regular, and poor Results: Students of good group had higher scores in self-discipline and persistence, but lower scores in sophisticate, emulative, and more introversive than those of poor group They had more worries, less healthy mentally, and were more introversive than those of regular group Students of poor group had less stability and more worries than those of regular group had Academic achievement had positive correlation with emulative, persistency, self-discipline Conclusion: College students with good academic achievement are more self-disciplined and introversive, they are more sensitive and less healthy mentally, less capable to copy with defeats While those with poor achievement are less self-disciplined, with poor self-confidence and also have poorer in mental health